This paper aims to examine preservice teachers' understanding of culturally responsive teaching and the use of technology to deliver pedagogical information and facilitate inquiry.
The study in this paper blended qualitative methods, specifically grounded theory within a framework of narrative inquiry. The study is situated within a theoretical framework related to the use of storytelling for teaching and research and of the use of web‐based technologies to deliver instruction and conduct research. An online fictional story was used to initiate dialogue about culturally responsive teaching, provide a framework for organizing ideas and reflecting, and encourage participants to tell their own stories.
Findings indicate that the use of online fiction effectively facilitated participants' reflection and communication of their thoughts and levels of awareness and understanding, thereby facilitating data collection.
Limitations include possible researcher bias, participant honesty, short duration of the study, and the scope of the study.
This paper demonstrates the practical value of combining technology and fictional storytelling to promote and examine awareness of culturally responsive teaching in pre‐service teachers.
The findings of this paper are significant in their relevance to preparing future teachers for diverse classrooms, a critical factor in eliminating inequities, cultural misunderstanding, and prejudice in society.
The unique use of technology and narrative in this paper is significant to teacher educators who seek ways to engage preservice teachers in sensitive topics and to facilitate research on their understanding. The use of narrative is unique in this paper because it is initiated with a fictional story which is then revised to include participants as characters in the final chapter.
